few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Graph points on the coordinate plane to solve real-world and mathematical problems.

Make geometric constructions.

Experiment with transformations in the plane.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply the Pythagorean Theorem.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

Understand and apply theorems about circles.

Translate between the geometric description and the equation for a conic section.

Apply geometric concepts in modeling situations.

Visualize relationships between two-dimensional and three-dimensional objects.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Analyze, compare, create, and compose shapes.

Apply trigonometry to general triangles.

Prove theorems involving similarity.

Define trigonometric ratios and solve problems involving right triangles.

Explain volume formulas and use them to solve problems.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand similarity in terms of similarity transformations.

Understand congruence in terms of rigid motions.

Use coordinates to prove simple geometric theorems algebraically.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Activity
In this activity, students create an arbitrary triangle and use what they know about angle bisectors and constructions to find the incenter. Then they construct segments measuring the distance from the incenter to the sides of the triangle. Finally, they construct the triangle’s inscribed circle, or the circle that is tangent to all 3 sides of the triangle.
Making dynamic geometry software available as well as tracing paper, straightedge, and compass gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
If students have access to dynamic geometry software, suggest that it might be a helpful tool in this activity.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Invite 1–2 students to share how they are constructing the incenter, segments, and circle. Record their thinking on a display for all to see, and keep the work visible as students continue to work.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Mark 3 points and connect them with a straightedge to make a large triangle. The triangle should
not
be equilateral.
Construct the incenter of the triangle.
Construct the segments that show the distance from the incenter to the sides of the triangle.
Construct a circle centered at the incenter using one of the segments you just constructed as a radius.
Would it matter which of the three segments you use? Explain your thinking.
Student Response
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Activity Synthesis
Remind students that the circle they constructed is said to be
inscribed
in the triangle. Students previously discussed inscribed circles in the Constructions and Rigid Transformations unit. Ask students to add this theorem to their reference charts as you add it to the class reference chart:
The 3 angle bisectors of a triangle meet at a single point, called the triangle’s
incenter
. This point is the center of the triangle’s inscribed circle. (
Theorem
)
[IMG]
Display several students’ inscribed circles for different kinds of triangles for all to see. The goal of the discussion is to draw conclusions about inscribed circles. Start by asking, “What do you notice about the triangles and their inscribed circles?” Sample responses:
Some inscribed circles take up a large fraction of the area, while others take up a small fraction.
The circle seems to be tangent to the sides of the triangles.
The original triangles are each divided into 3 smaller triangles. For each small triangle, the base is a side of the original triangle and the height is the radius of the inscribed circle.
The original triangles are each divided into 3 pairs of congruent right triangles with an angle that is half the measure of an angle in the original triangle.
Next, ask students:
“How do we know that an inscribed circle is tangent to all 3 sides of the triangle?” (The radius that represents the distance from the incenter to each side of the triangle is by definition perpendicular to that side. A radius is perpendicular to a line at a point on the circle’s circumference only if the line is tangent to the circle at that point.)
“Is it possible to draw a circle that is larger than the inscribed circle but still fits completely in the triangle?” (No. The circle has already expanded to fit tightly into the triangle. If the radius of the triangle were increased, the circle would push outside the triangle. The inscribed circle is the largest one that can fit inside the circle.)
Conversing: MLR2 Collect and Display.
Listen for and collect the language students use to describe how the circles intersect the sides of the triangles. Capture student language that suggests that the circle is tangent to the sides of the triangle. Write the students’ words and phrases on a visual display. As students review the visual display, ask students to revise and improve how ideas are communicated. For example, a statement such as, “The circle touches the sides of the triangle” can be improved with the statement, “The inscribed circle is tangent to all three sides of the triangle.” This will help students use the mathematical language necessary to precisely describe the features of inscribed circles of triangles.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 8